Eduardo Velloso

Annabel Blake, Marcus Carter, Eduardo Velloso

Young people are among the fastest adopters of generative AI, yet research emphasises adult-designed tools and experiments rather than playful, self-directed youth use. We analysed discourse from 4,172 users in Character.AI's official Discord, finding that the most engaged users were predominantly adolescents (50% aged 13-17), female or non-binary (61.9%), with most (59%) creating their own characters. We contribute (1) a descriptive account of how highly-engaged youth on Character.AI's Discord use AI for playful, emotional, and creative practices that push the platform limits; (2) a framework of three engagement intents -- Restoration (emotional regulation), Exploration (creative experimentation), and Transformation (identity development); and (3) a taxonomy of seven youth-created character archetypes. Together, these findings reveal how youth invent novel roles for AI, expose critical misalignments between youth use and current AI experiences, and provide frameworks for researchers and practitioners to design youth-centred AI futures.

Daniel Capurro, Eduardo Velloso

Dark patterns have emerged as a set of methods to exploit cognitive biases to trick users to make decisions that are more aligned with a third party than to their own. These patterns can have consequences that might range from inconvenience to global disasters. We present a case of a drug company and an electronic medical record vendor who colluded to modify the medical record's interface to induce clinicians to increase the prescription of extended-release opioids, a class of drugs that has a high potential for addiction and has caused almost half a million additional deaths in the past two decades. Through this case, we present the use and effects of dark patterns in healthcare, discuss the current challenges, and offer some recommendations on how to address this pressing issue.

Anam Ahmad Khan, Joshua Newn, Ryan Kelly et al.

Annotation is an effective reading strategy people often undertake while interacting with digital text. It involves highlighting pieces of text and making notes about them. Annotating while reading in a desktop environment is considered trivial but, in a mobile setting where people read while hand-holding devices, the task of highlighting and typing notes on a mobile display is challenging. In this paper, we introduce GAVIN, a gaze-assisted voice note-taking application, which enables readers to seamlessly take voice notes on digital documents by implicitly anchoring them to text passages. We first conducted a contextual enquiry focusing on participants' note-taking practices on digital documents. Using these findings, we propose a method which leverages eye-tracking and machine learning techniques to annotate voice notes with reference text passages. To evaluate our approach, we recruited 32 participants performing voice note-taking. Following, we trained a classifier on the data collected to predict text passage where participants made voice notes. Lastly, we employed the classifier to built GAVIN and conducted a user study to demonstrate the feasibility of the system. This research demonstrates the feasibility of using gaze as a resource for implicit anchoring of voice notes, enabling the design of systems that allow users to record voice notes with minimal effort and high accuracy.

Henrietta Lyons, Eduardo Velloso, Tim Miller

As the use of artificial intelligence (AI) in high-stakes decision-making increases, the ability to contest such decisions is being recognised in AI ethics guidelines as an important safeguard for individuals. Yet, there is little guidance on how AI systems can be designed to support contestation. In this paper we explain that the design of a contestation process is important due to its impact on perceptions of fairness and satisfaction. We also consider design challenges, including a lack of transparency as well as the numerous design options that decision-making entities will be faced with. We argue for a human-centred approach to designing for contestability to ensure that the needs of decision subjects, and the community, are met.

Henrietta Lyons, Eduardo Velloso, Tim Miller

A paper presented at the Workshop on Contestability in Algorithmic Systems at CSCW 2019. Challenging algorithmic decisions is important to decision subjects, yet numerous factors can limit a person's ability to contest such decisions. We propose that administrative law systems, which were created to ensure that governments are kept accountable for their actions and decision making in relation to individuals, can provide guidance on how to design contestation systems for algorithmic decision-making.

Eduardo Velloso, Carlos Hitoshi Morimoto

Motion correlation interfaces are those that present targets moving in different patterns, which the user can select by matching their motion. In this paper, we re-formulate the task of target selection as a probabilistic inference problem. We demonstrate that previous interaction techniques can be modelled using a Bayesian approach and that how modelling the selection task as transmission of information can help us make explicit the assumptions behind similarity measures. We propose ways of incorporating uncertainty into the decision-making process and demonstrate how the concept of entropy can illuminate the measurement of the quality of a design. We apply these techniques in a case study and suggest guidelines for future work.

Ronal Singh, Paul Dourish, Piers Howe et al.

This paper investigates the prospects of using directive explanations to assist people in achieving recourse of machine learning decisions. Directive explanations list which specific actions an individual needs to take to achieve their desired outcome. If a machine learning model makes a decision that is detrimental to an individual (e.g. denying a loan application), then it needs to both explain why it made that decision and also explain how the individual could obtain their desired outcome (if possible). At present, this is often done using counterfactual explanations, but such explanations generally do not tell individuals how to act. We assert that counterfactual explanations can be improved by explicitly providing people with actions they could use to achieve their desired goal. This paper makes two contributions. First, we present the results of an online study investigating people's perception of directive explanations. Second, we propose a conceptual model to generate such explanations. Our online study showed a significant preference for directive explanations ($p<0.001$). However, the participants' preferred explanation type was affected by multiple factors, such as individual preferences, social factors, and the feasibility of the directives. Our findings highlight the need for a human-centred and context-specific approach for creating directive explanations.

Anam Ahmad Khan, Sadia Nawaz, Joshua Newn et al.

Though recent technological advances have enabled note-taking through different modalities (e.g., keyboard, digital ink, voice), there is still a lack of understanding of the effect of the modality choice on learning. In this paper, we compared two note-taking input modalities -- keyboard and voice -- to study their effects on participants' learning. We conducted a study with 60 participants in which they were asked to take notes using voice or keyboard on two independent digital text passages while also making a judgment about their performance on an upcoming test. We built mixed-effects models to examine the effect of the note-taking modality on learners' text comprehension, the content of notes and their meta-comprehension judgement. Our findings suggest that taking notes using voice leads to a higher conceptual understanding of the text when compared to typing the notes. We also found that using voice also triggers generative processes that result in learners taking more elaborate and comprehensive notes. The findings of the study imply that note-taking tools designed for digital learning environments could incorporate voice as an input modality to promote effective note-taking and conceptual understanding of the text.